Transitions Literacy Curriculum Project
Investigating Career Choices
(Advanced)
Teacher’s Guide
This guide and all associated materials are the property of the Seattle
Community College District and the faculty that developed them. Permission
is granted for educational use within the Seattle Community College District.
Use outside the district is prohibited without permission.
Jamila Barton, jbarton@sccd.ctc.edu
Jill Bauer, jbauer@sccd.ctc.edu
Sara Stapleton, sstapleton@sccd.ctc.edu
ESL Faculty, North Seattle Community College
Table of Contents
An Introduction to TLC Project 2010 .......................................................................................................... 2
TLC Project Outcomes ................................................................................................................................. 3
Reading Outcomes .................................................................................................................................. 3
Writing Outcomes ................................................................................................................................... 3
Information Literacy Outcomes .............................................................................................................. 3
Technological Proficiency Outcomes ...................................................................................................... 4
Communication, Self-Expression & Collaboration Outcomes ................................................................ 4
College Readiness Skills Outcome .......................................................................................................... 5
Investigating Career Choices....................................................................................................................... 6
Advanced Project (AP) ............................................................................................................................ 6
Unit A: Career Interest Inventory .............................................................................................................. 7
Sample Plan............................................................................................................................................. 7
Unit B: Comparing Careers: Research ....................................................................................................... 8
Sample Plan............................................................................................................................................. 8
Unit B: Comparing Careers: Writing.......................................................................................................... 8
Sample Plan............................................................................................................................................. 8
Unit C: Informational Interviewing: Reading .......................................................................................... 11
Sample Plan........................................................................................................................................... 11
Unit C: Informational Interviewing: Preparation ................................................................................ 11
Sample Plan........................................................................................................................................... 11
Unit C: Informational Interviewing: Conducting an Interview ................................................................ 13
Sample Plan........................................................................................................................................... 13
Unit C: Informational Interviewing: Writing a Thank-You Letter............................................................ 13
Sample Plan........................................................................................................................................... 13
Unit D: Investigating Career Choices: Conducting Research .................................................................. 14
Sample Plan........................................................................................................................................... 14
Unit D: Investigating Career Choices: Writing ........................................................................................ 15
Unit E: Creating a Brochure...................................................................................................................... 16
Sample Plan........................................................................................................................................... 16
Unit F: Reflecting on the Research Project .............................................................................................. 17
Sample Plan........................................................................................................................................... 17
(Optional) Unit G: Extension Activities .................................................................................................... 17
Sample Plan........................................................................................................................................... 17
TLC Project 2010 – Permission granted for classroom use only
1
An Introduction to TLC Project 2010 (Top of Document)
The Transitions Literacy Curriculum (TLC) project provides course enhancements that
contextualize English language instruction to increase retention and college transition for intermediate
and advanced ESL students. Three quarter-long projects have been developed in Angel shells for
ESL/ABE teachers. The project themes are:
 Exploring U.S. College Culture,
 Investigating Career Choices, and
 Overcoming Barriers to Success.
Studies show that adult students learn better when content is directly related to their goals.
For example, recent studies such as Redefining College Readiness (Conley 2007) argue that students
are not ready for college because they are not able to navigate the college system. Though many
students in ESL programs have the goal to take college classes, they face a number of barriers that
prevent them from successfully transitioning. Some barriers our students face include:
 Lack of necessary skills for college success (content-specific vocabulary, technological
proficiency, study skills, critical thinking, communicative and problem solving skills)
 Unclear career goals
 Lack of awareness about how college education can benefit them
 Lack of understanding of US classroom culture and the US education system
 Inability to navigate college services to get what they need
The TLC project addresses these issues. We hope these materials will prepare students to overcome
these barriers, help them succeed in college classes and dramatically increase transition rates.
Therefore, the project targets the following standards or objectives:
 Information Literacy: We integrated the ACRL Information Literacy Competency Standards
(identify, access, evaluate, apply and credit) into the reading, writing and/or speaking
aspects of the course enhancements.
 Technological Proficiency: Based on the Washington State Technology Standards, we
incorporated activities involving the tools (email, word processing, the Internet, etc.) that
students need to transition successfully.
 Communication, Self-Expression & Collaboration: The course enhancements focus on
increasing students’ communication and collaboration with native speakers in pairs or
groups.
 College Readiness Skills: Along with addressing the outcomes above, the course focus on
academic culture and study skills such as navigating the college system, adapting to
classroom culture, note-taking, preparing presentations, etc.
Choosing Angel as the delivery mode will prepare our students for the new trends in education
because many college courses are taught in various modalities using a variety of technological tools.
Instructors will be able to use these materials online, in a hybrid environment or in a traditional
classroom.
TLC Project 2010 – Permission granted for classroom use only
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TLC Project Outcomes (Top of Document)
Reading Outcomes
INTERMEDIATE
Students will be able to:
1. Use the dictionary for pronunciation, spelling and meaning
2. Understand main idea and details
3. Differentiate between facts and opinions
Use Reading Strategies (Skimming, Scanning, Previewing,
Questioning, Chunking) to understand main idea and details
5. Read 5-10 pages a week
6. Use Vocabulary Strategies (context clues, word parts)with
unfamiliar words while reading
4.
ADVANCED
Students will be able to:
1. Use the dictionary for collocations, word forms and word
choice
2. Make inferences and predictions based on a text
3. Use Reading Strategies (Previewing, Predicting, Questioning,
Chunking, Marking the text, Improving Speed) to understand
main idea and details
4. Read 10-20 pages a week
5. Use Vocabulary Strategies (context clues, word parts) with
unfamiliar words while reading
Writing Outcomes
INTERMEDIATE
Students will be able to:
1. Write multi-paragraphs
ADVANCED
Students will be able to:
1. Write essay-length documents
2.
Summarize one source
2.
Summarize, Analyze and Respond to sources in writing
3.
Edit, Receive Feedback & Revise drafts
3.
Edit, Receive Feedback & Revise drafts
4.
Write using a number of rhetorical styles (compare/contrast,
classification, etc.)
4.
Write using a variety of rhetorical styles and other text types
Information Literacy Outcomes
INTERMEDIATE
Students will be able to:
1. Access books, websites and information Introduction
2. Gather information
TLC Project 2010 – Permission granted for classroom use only
ADVANCED
Students will be able to:
1. Access books, websites and information Review
2. Gathering information
3
Evaluate 1 source for speaking and writing:
a. Who is the writer?
b. What’s the writer’s purpose?
c. What’s his or her point of view? (bias =positive,
negative, or neutral)
d. What type of language do they use? (word choice)
e. Who are they addressing? (audience)
f. What rhetorical type? (expository writing styles)
4. Cite sources using Basic MLA
3.
Integrate 2 or 3 sources for speaking and writing:
a. Who are the writers?
b. What’s the writers’ purpose?
c. What’s their point of view? (bias =??)
d. What are the conventions for word choice, tone and
register?
e. Who are they addressing? (audience)
f. What rhetorical type? (expository writing styles)
g. Why does the writer use it?
h. Is it effective and appropriate for the purpose?
4. Create an MLA bibliography (annotated)
5. Use different types of citation (Chicago, APA)
3.
Technological Proficiency Outcomes
INTERMEDIATE
ADVANCED
Students will be able to:
Students will be able to:
1. Understand Privacy Issues
1. Use Social Media Responsibly
2. Use an online management system (Angel)
2. Use an online management system (Angel)
3. Use basic features of Microsoft Word to complete assignments:
Typing, Saving, Printing, Spelling & Grammar Check
3. Use advanced features of Microsoft Word to complete
assignments: Formatting, Templates, web editor
4. Use basic features in PowerPoint to create presentations
4.
Use basic features in PowerPoint to create presentations
Communication, Self-Expression & Collaboration Outcomes
INTERMEDIATE
ADVANCED
Students will be able to:
Students will be able to:
1. Listen actively to understand essential information (main points
1. Demonstrate increasing understanding of the literal and
or intent) and most details
implied intent of the speaker
2. Use basic strategies to increase comprehension (mirroring,
2. Use advanced strategies to increase comprehension
asking questions)
(paraphrasing, using outside resources)
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3.
Use language functions to:
a. state an opinion
b. agree/disagree
c. make a request
d. participate in a group discussion
e. complain
f. give reasons for dissatisfaction
4.
Summarize 1 source verbally
Use language functions to:
a. paraphrase
b. identify and use appropriate register (level of formality)
c. make eye contact/nonverbal behavior
d. hesitate and pause
e. make and respond to feedback (back-channeling)
f. repeat and rephrase, etc.) in order to monitor the
effectiveness of the communication
4. Summarize multiple sources verbally
3.
College Readiness Skills Outcome
INTERMEDIATE
ADVANCED
Students will be able to:
Students will be able to:
1. Organize study materials
1. Organize study materials
2. Use the syllabus, calendar and assignment sheets for planning
2. Use the syllabus, calendar and assignment sheets for planning
3. Manage Time Effectively
3. Balance Work and life
4. Take Notes for lectures and reading using graphic organizers
4. Take Notes for lectures and reading using different note-taking
5. Understand issues surrounding academic honesty
systems
6. Understand learning styles
5. Avoid Plagiarism
7. Get help for challenges and barriers
6. Choose appropriate learning strategies
8. Increase confidence in academic settings
7. Get Help for challenges and barriers
9. Set goals
8. Increase Confidence in academic settings
9. Evaluate learning
10. Set goals
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Investigating Career Choices (Top of Document)
The purpose of Investigating Career Choices is to address the following barriers to transition:
 Unclear career goals
 Lack of necessary skills for college success (content-specific vocabulary, technological
proficiency, study skills, critical thinking, communicative and problem solving skills)
 Lack of understanding of US classroom culture and the US education system
Advanced Project (AP) (Top of Document)
The major units in the advanced project include:
A. Career Interest Inventory
B. Comparing Careers
C. Informational Interviewing
D. Investigating Career Choices
E. Creating a Brochure
F. Reflecting on the Research Project
G. Extension Activities
Unit
Number
AP2A
Unit Title
Career Interest Inventory
Outcomes
CR10
AP2B
Comparing Careers:
Research
T3, R3, CR5
AP2B
Comparing Careers:
Writing
W1, W3
AP2C
Informational
Interviewing: Reading
R2, CR2,
CR3
Handouts/Materials
Investigating Career Choices (Handout AP2A-01)
Career Cluster Survey (Handout AP2A-02)
www.CheckoutaCollege.com (Website Resource)
Career Inventory (Website Resource)
Comparing Careers Assignment Sheet (Handout AP2B-01)
Skimming and Scanning (Handout AP2B-02)
Avoiding Plagiarism (Handout AP2B-03)
Comparison/Contrast Essay Assignment (Handout AP2B-04)
Sample Comparison Contrast Essay (Handout AP2B-05)
Comparison Contrast Essay Assignment Sheet (Handout AP2B-06)
Comparison Contrast Essay Grading Checklist (Handout AP2B-07)
Using Transitions (Handout AP2B-08)
Convey Ideas in Writing (Handout AP2B-09)
Writing Process (Handout AP2B-10)
Feedback and Peer Editing (Handout AP2B-11)
Peer Feedback Form (Handout AP2B-12)
Proofreading Symbols (Handout AP2B-13)
Writing Self-Evaluation (Handout AP2B-14)
Computer Tutorials:
Microsoft Word Formatting for Academic Assignments
Microsoft Word Spelling and Grammar Tutorial
Microsoft Word Thesaurus Tutorial
Using Word Citation Features Tutorial
Informational Interviewing Reading (Handout AP2C-01)
Informational Interview: Get the Inside Scoop on Careers
(Handout AP2C-02)
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AP2C
Informational
Interviewing: Preparation
IL1, IL2,
W4, CS3b
AP2C
Informational
Interviewing: Conducting
An Interview
CS1, CR4
AP2C
Informational
Interviewing: Writing a
Thank-You Letter
Investigating Career
Choices: Conducting
Research
W4, CS3e
AP2D
IL1, IL2, IL3
AP2D
Investigating Career
Choices: Writing
W2, W3,
IL4, IL5, T3
AP2E
Creating a Brochure
W3, W4, T3
AP2F
Reflecting on the Research
Project
Extension Activities
AP2G
CR9
Informational Interview: Get the Inside Scoop on Careers
(Handout AP2C-02)
Informational Interviewing Assignment (Handout AP2C-03)
Choosing Someone to Interview (Handout AP2C-04)
Asking Questions Word Order (Handout AP2C-05)
Using Modals to Make Requests (Handout AP2C-06)
Informational Interview Checklists (Handout AP2C-07)
Informational Interview Letter or Email Template (Handout AP2C08)
Computer Tutorial:
Microsoft Word Formatting for Business Writing Tutorial
Informational Interview: Get the Inside Scoop on Careers (Handout
AP2C-02)
Asking Questions Word Order (Handout AP2C-05)
Register Introduction (Handout AP2C-09)
Using Modals to Make Requests (Handout AP2C-06)
Note-Taking Organizer: Informal Outline (Handout AP2C-10)
How to Write a Thank-You Note (Handout AP2C-11)
Thank-You Letter Checklist (Handout AP2C-12)
Conducting Research (Handout AP2D-01)
Researching – Using Library Catalogs (Handout AP2D-02)
Researching – Using Library Databases (Handout AP2D-03)
Researching – Using the Internet (Handout AP2D-04)
Website Evaluation (Handout AP2D-05)
http://www.vts.intute.ac.uk/detective/ (Website Resource)
Annotated Bibliography Assignment Sheet (Handout AP2D-06)
Reading an Annotative Bibliography (Handout AP2D-07)
http://dept.sccd.ctc.edu/libraries/ (Website Resource)
NoodleTools Workshop (PowerPoint)
NoodleTools Workshop (Handout AP2D-08)
Annotated Bibliography Grading Checklist (Handout AP2D-09)
Writing a Brochure Assignment (Handout AP2E-01)
Career Brochure (Handout AP2E-02)
Brochure Checklist (Handout AP2E-03)
Angel Discussion Forum:
Reflecting on the Research Project
Job Preparation Handbook (Extension Activity Packet)
Unit A: Career Interest Inventory (Top of Document)
Sample Plan
Activity
Taking a
Career
Interest
Inventory
Objective
To help Ss identify
careers that they
could pursue in the
future
Description
1. Complete the Investigating Career
Choices using the CheckoutaCollege.com
website.
Handouts/Materials
Handout AP2A-01:
Investigating Career
Choices
Website Resource:
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CheckoutaCollage.com
Note: We have provided a paper version
as well. See Career Clusters Survey.
Handout AP2A-02:
Career Cluster Survey
Unit B: Comparing Careers: Research (Top of Document)
Sample Plan
Activity
Looking at
Tables
Objective
To familiarize Ss with
using and creating
tables
Description
1. Complete the Comparing Careers
Assignment Sheet. In a computer lab,
demonstrate how to follow the directions
on page 1 of the handout to make a chart.
Handouts/Materials
Handout AP2B-01:
Comparing Careers
Assignment Sheet
2. Before Ss complete the assignment,
complete the Skimming and Scanning
handout and the Avoiding Plagiarism
handout. Discuss how you would like Ss to
summarize information in their chart
assignment and help them create a
citation for the websites they are using.
Handout AP2B-02:
Skimming and
Scanning
Handout AP2B-03:
Avoiding Plagiarism
2. Collect Ss charts and assess them using
the rubric provided.
Unit B: Comparing Careers: Writing (Top of Document)
Sample Plan
Activity
Writing an
Essay
Objective
To learn how to
write a
comparison/contrast
essay.
Description
1. Explain to Ss that they will be writing a
comparison/contrast essay and cover the
Writing a Comparison/Contrast Essay
handout. You will also need the Sample
Comparison Contrast Essay.
Note: The T can use the Using Word
Citation Features Tutorial to give more
information on how to create a works
cited using Word.
2. Assign the comparison/contrast essay
TLC Project 2010 – Permission granted for classroom use only
Handouts/Materials
Handout AP2B-04:
Comparison/Contrast
Essay Assignment
Handout AP2B-05:
Sample Comparison
Contrast Essay
Camtasia
Presentation: Using
Word Citation
Features Tutorial
Handout AP2B-06:
8
with the Comparison Contrast Essay
Assignment Sheet and show Ss the
checklist, so they know how they will be
assessed.
Comparison Contrast
Essay Assignment
Sheet
Handout AP2B-07:
Comparison Contrast
Essay Grading
Checklist
The
Writing
Process
To develop
awareness of the
writing process and
prepare for
revising and
editing.
3. Prior to having the Ss write their rough
drafts, cover the Using Transitions
handout.
Handout AP2B-08:
Using Transitions
1. Display the Convey Ideas in Writing
learning standard. Discuss which steps
the class has completed and which
steps are next.
Handout AP2B-09:
Convey Ideas in
Writing
Note: This is a teacher’s aid; it is not
necessary to give it to Ss as a handout.
Handout AP2B-10:
3. Give Ss the Writing Process handout
Writing Process
for their reference.
Note: Steps 1 and 2 could be
introduced at the beginning of this unit
Revising
and
Editing
To practice
receiving and
giving feedback
and revising and
editing Ss work
1. Cover the Feedback and Peer
Editing handout as class.
2. Ask Ss to bring in their rough drafts.
Discuss how to use the Peer Feedback
Form.
Handout AP2B-11:
Feedback and Peer
Editing
Handout AP2B-12:
Peer Feedback
Form
3. Instruct Ss to exchange writing, and
complete the assignment.
Note: This step could be done outside
of class or with a writing tutor.
4. Collect the Peer Feedback Forms in
order to assess informally how well Ss
are giving feedback. Also, Ts can
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9
assess if Ss are using the feedback they
are receiving in their revisions.
5. Collect the rough drafts and use the
Proofreading Symbols to give Ss
feedback.
Handout AP2B-13:
Proofreading
Symbols
Note: Ts may choose to use the Peer
Feedback form in addition to the
Proofreading Symbols handout to give
Ss feedback on their rough drafts as
well.
6. Before returning Ss rough drafts,
cover common proofreading symbols
using the Proofreading Symbols
handout.
Note: There are a number of ways to
use this handout:
1) The T may write in the
symbols and give to Ss to
correct.
2) The T asks the Ss to write in
the symbols over the error in
the example sentence. After
they mark the error, they
correct it.
7. Ss should use all of the feedback to
rewrite and edit their final essays for
assessment. Ts can also have Ss
submit the Writing Self-Evaluation
with their final drafts.
Learning
To learn common
Word
academic
Processing formatting
conventions in
Handout AP2B-14:
Writing SelfEvaluation
Note: The T can decide the best time
to cover the Word Processing.
Ts can use these videos to show Ss
how to turn in a typed version of their
TLC Project 2010 – Permission granted for classroom use only
Camtasia
10
order for Ss to type
their final
summaries
summary and provide a link, so Ss can
watch the videos again.
Presentation:
Microsoft Word
Formatting for
Academic
Assignments
The videos show how to use Word to:
To learn common
Word features
used in revising
and editing.



Type your document, save, and
open it
Use proper academic format
Use spelling and grammar
check
Camtasia
Presentation:
Microsoft Word
Spelling and
Grammar Tutorial
Unit C: Informational Interviewing: Reading (Top of Document)
Sample Plan
Activity
Informational
Interview
Reading
Objective
To introduce Ss to
informational
interviewing using
reading strategies.
Description
1. Complete the Informational Interviewing
Reading handout with the Informational
Interviewing: Get the Inside Scoop on
Careers reading.
Note: This reading comes from the
Occupational Outlook Quarterly. Available
at:
http://www.bls.gov/opub/ooq/ooqhome.htm
Handouts/Materials
Handout AP2C-01:
Informational
Interviewing Reading
Handout AP2C-02:
Informational
Interview: Get the
Inside Scoop on
Careers
According to the website, it is in the public
domain and may be reproduced without
permission; however, you need to give
appropriate credit.
Unit C: Informational Interviewing: Preparation (Top of Document)
Sample Plan
Activity
Objective
Preparing for To identify a person
an
to interview
Informational
Interview
Description
1. Cover the Informational Interviewing
Assignment sheet.
Handouts/Materials
Handout AP2C-03:
Informational
Interviewing
Assignment
2. Go over the Choosing Someone to
Handout AP2C-04:
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11
Interview handout as a class.
Writing an
Interview
Request
To write a
professional email
request
Note: This is a hands-on process for the
T, Ss may need a lot of guidance in order
to find and choose an appropriate
contact. They may have to contact
multiple people to get an interview.
1. Review the sample letter in the
Informational Interviewing: Get the
Scoop on Careers.
Choosing Someone to
Interview
Handout AP2C-02:
Informational
Interview: Get the
Inside Scoop on
Careers
2. Prior to writing, discuss words and
phrases used in formal situations. Go
over the Asking Questions Word Order
and Using Modals to Make Requests
handouts.
Handout AP2C-05:
Asking Questions
Word Order
3. Ss can complete their letter or email
request using the Informational
Interview Letter or Email Template.
Show Ss the Informational Interview
Checklists, so they know how they will
be assessed.
Handout AP2C-07:
Informational
Interview Checklists.
Note: T may choose to review the
writing process here using the same
materials from Unit B above.
Handout AP2C-06:
Using Modals to Make
Requests
Handout AP2C-08:
Informational
Interview Letter or
Email Template
3. After T collects and assesses (using
the checklists) Ss’ writing, the T should
return Ss letters or emails and remind
them to send their requests.
Note: T may ask Ss to report the date
and time of the interview and whom they
will be interviewing when it’s confirmed.
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Unit C: Informational Interviewing: Conducting an Interview (Top of Document)
Sample Plan
Activity
Preparing
Questions
for the
Interview
Objective
To help Ss write
appropriate
questions prior to
their interviews
Description
1. Review page 27 in the Informational
Interviewing: Get the Inside Scoop on
Careers reading and discuss the sample
interview questions as a class.
Handouts/Materials
Handout AP2C-02:
Informational
Interview: Get the
Inside Scoop on
Careers
2. Review the Asking Questions Word
Order handout. Then complete the
Register Introduction handout and
review Using Modals to Make Requests if
necessary.
Handout AP2C-05:
Asking Questions
Word Order
3. Ask Ss to brainstorm questions for
their interview.
Note-Taking To prepare Ss to
take good notes
during their
interview
1. Go over the Note-Taking Organizer:
Informal Outline.
Handout AP2C-09:
Register Introduction
Handout AP2C-06:
Using Modals to Make
Requests
Handout AP2C-10:
Note-Taking Organizer:
Informal Outline
2. Use a video or an interview to allow
Ss to practice note-taking in class. A
good Google search term to find an
example is “Informational Interview
Project”. We found a video by that time
that works well.
Unit C: Informational Interviewing: Writing a Thank-You Letter (Top of Document)
Sample Plan
Activity
Objective
Thanking
To build
the
awareness of the
Interviewee importance of
thanking people
To learn how to
write a
Description
Handouts/Materials
1. Cover the How to Write a ThankYou Note handout.
Handout AP2C-11:
How to Write a
Thank-You Note
Note: You could use this activity as
an opportunity to review the writing
process.
TLC Project 2010 – Permission granted for classroom use only
Camtasia
Presentation:
Microsoft Word
13
professional
thank-you note or
letter
2. Go over the Thank-You Letter
Checklist before assigning the final
note, so Ss know how they will be
assessed.
3. Collect Ss thank-you letters and
grade for assessment using the
checklist. Return the letters to the
Ss, so they can send them to their
interviewees.
Formatting for
Business Writing
Tutorial
Handout AP2C-12:
Thank-You Letter
Checklist
Unit D: Investigating Career Choices: Conducting Research (Top of Document)
Sample Plan
Activity
Objective
Description
Handouts/Materials
Learning to
Conduct
Research
To introduce Ss to
library catalogs,
library databases,
and Internet
search.
1. Go over the Conducting Research
handout.*
Handout AP2D-01:
Conducting
Research
*T needs to add the due date.
Note: T needs to stress the importance
of completing this table accurately, so
Ss can find their resources again if
necessary.
2. Prior to the due date, introduce Ss
to various research tools using the
following handouts:
Handout AP2D-02:
Researching –
Using Library
Catalogs

Researching – Using Library
Catalogs

Researching – Using Library
Databases
Handout AP2D-03:
Researching –
Using Library
Databases

Researching – Using the
Internet and Website
Handout AP2D-04:
Researching –
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14
Evaluation
Using the Internet
Note: You may want to work with your
school’s librarian on any of these
handouts.
Handout AP2D-05:
Website Evaluation
Note: Ts may give Ss websites to
practice evaluating using the Website
Evaluation handout.
Note: For additional practice with
evaluating websites, Ts can use
Website Resource:
resources from
http://www.vts.intute.ac.uk/detective/ See link.
Unit D: Investigating Career Choices: Writing (Top of Document)
Activity
Writing an
Annotated
Bibliography
Objective
To summarize
research and use
proper academic
citation
To use NoodleTools
as a resource for
creating citations
Description
1. Assign an annotated bibliography
using the Annotated Bibliography
Assignment Sheet.
Note: Ts can access NoodleTools via your
campus library website, available at:
http://dept.sccd.ctc.edu/libraries/
(See step # 3 for more information.)
2. Assign the Reading an Annotated
Bibliography for homework and review in
class.
Handouts/Materials
Handout AP2D-06:
Annotated
Bibliography
Assignment Sheet.
Website Resource:
See link
Handout AP2D-07:
Reading an
Annotative
Bibliography
Note: This is a real student’s sample.
There are mistakes that can be pointed
out in the review in class.
3. To use NoodleTools with your class,
Ts should sign-up for a teacher account.
Website Resource:
See link
NoodleTools Instructions for Ts
Ts can access NoodleTools via your
campus library website, available at:
http://dept.sccd.ctc.edu/libraries/
Ts need to create a drop box for Ss in
TLC Project 2010 – Permission granted for classroom use only
15
their teacher account, so Ss share their
annotated bibliographies for feedback. In
NoodleTools, go to “Sharing Setup” and
create a new drop box.
When you are ready for Ss to submit their
assignment, you can give them the name
of the drop box.
4. Present NoodleTools using the
NoodleTools Workshop PowerPoint and
give Ss the NoodleTools Workshop
handout.
Note: You may want to sign-up as a class
in a computer lab and model a citation
for the class. The T can create a student
account for modeling.
PowerPoint:
NoodleTools
Workshop
Handout AP2D-08:
NoodleTools
Workshop
5. Ask Ss to share their bibliographies via
the drop box. (Remember to give them
the name of the drop box.) Give Ss
feedback by reviewing their citations and
annotations in the NoodleTools teacher
account.
6. Show the Ss the Annotated
Bibliography Grading Checklist so they
know how their final assignment will be
assessed. After Ss have had a chance to
edit and revise using the Ts feedback,
collect paper versions for assessment.
Unit E: Creating a Brochure
Handout AP2D-09:
Annotated
Bibliography Grading
Checklist
(Top of Document)
Sample Plan
Activity
Writing a
Brochure
Objective
To summarize
research into an
informational
brochure
Description
1. Assign the brochure writing
assignment by covering the Writing a
Brochure Assignment handout.
Handouts/Materials
Handout AP2E-01:
Writing a Brochure
Assignment
Note: T could bring in sample brochures
to show Ss.
2. Introduce Ss to the template (Career
TLC Project 2010 – Permission granted for classroom use only
Handout AP2E-02:
16
Brochure) in a computer lab.
Career Brochure
3. Show Ss the Brochure Checklist, so
they know how their brochures will be
assessed.
Handout AP2E-03:
Brochure Checklist
Note: T could use this as an opportunity
to review the writing process.
4. Collect Ss final brochures and assess
using the checklist.
Unit F: Reflecting on the Research Project (Top of Document)
Sample Plan
Activity
Reflecting
on Research
Objective
To evaluation and
reflect on their
research
Description
1. Have Ss complete the discussion
forum in Angel.
Handouts/Materials
Discussion Forum:
Reflecting on the
Research Project
To get feedback
from Ss
(Optional) Unit G: Extension Activities (Top of Document)
Sample Plan
Activity
Extension
Activities
Objective
To provide
additional job
related activities for
Ss
Description
1. If your Ss are interested in doing other
job related activities, see the Job
Preparation Handbook from North
Seattle Community College Career
Development Services used with
permission from Wendy Peterson.
TLC Project 2010 – Permission granted for classroom use only
Handouts/Materials
Packet:
Job Preparation
Handbook
17